Outcome-based or process-based education: the paradigmatic (quasi)controversy of environmental education
DOI:
https://doi.org/10.14712/18023061.38Keywords:
responsible environmental behavior, process-based education, outcome-based educationAbstract
The article presents differences between outcome-based and process-based paradigmatic approaches in environmental education. It briefly summarises their history and main points. The author presupposes that the controversy lies partially in a misunderstanding of the model of responsible environmental behavior, which is crucial for an outcome-based approach. He argues that the differences between paradigms are not so deep in praxis and that all new approaches should be evaluated in terms of their contribution to knowledge, skills, values, attitudes and behavior.References
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